Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme

Abstract

This study investigates English language writing in a Saudi university context. In this project, it became clear that teachers as well as learners should be involved in any investigation of English language writing. Teaching methodology plays a prominent role in the way students perceive the writing process. Through an action research project, this study seeks to ascertain students' and teachers' perspectives on writing classes in a Saudi university, the methods used in their writing classes, students, preferences, and ultimately how to improve the quality of writing instruction. The conceptual framework of this action research is located within the social constructivist paradigm. The action research project at English Language Institute was organized, according to, three main phases: an exploration, intervention and reflection stage. In the exploration phase, I explored the writing setting in my workplace. This was achieved by classroom observations throughout the academic year of 2013-2014 where observed the writing classes in terms of teaching and how the students responded to writing instructions. I also conducted semi-structured interviews with teachers and students. Teachers how they viewed writing in their setting, what approaches did they use, how they perceived their students' writing, and how they perceived the ELI writing curricula. In the second phase of this study, an intervention was conducted consisted of twenty-four writing workshops throughout the academic year with seven students who committed to the project. In the third and final reflection phase, the data from the previous two phases was reported on my reflections. For this research a thematic analysis was used to analyse the data from this research. This study advances our understanding of how writing is taught and learned in a Saudi university context. It highlights the significant role of teachers in their classroom, and their effect on how students perceive their learning and how they learn second language writing.